You must be the change you wish to see in the world - Mahatma Ghandi

1. ALTUDL - Bringing Technology Enhanced Differentiation to the Classroom at You must be the change you wish to see in the world - Mahatma Ghandi

2. “No problem can be solved from the same level of consciousness that created it.”

3. Today’s Plan 8:45 - 9:00 Munchies and Coffee 9:00 - 9:15 Review of Project and Individual Proposals 9:15 - 9:45 What ‘should’ we be doing with digital technologies? 9:45 - 10:30 UDL and the idea of ‘flexible’ media 10:30 - 10:45 Break 10:45 - 11:45 Where do we get help? 11:45 - 12:30 Lunch 12:30 - 2:30 Exploration and ‘play’; proposal re-draft (tweaking) 2:30 - 3:00 Where to from here?

4. Session #3 - What are the Technologies? … LIKE DRINKING FROM A FIRE HOSE!!

5. Central’s Projects (as Ron understands them :-) • E-Portfolios • Allowing greater differentiation by providing students with additional options for deciphering Shakespearean text - ICT used to present a portion of a text with hyper-links to audio, visual, and text information • Using oral, print, visual, and multimedia to construct meaning from text and context • Using Inspiration, Dragon Naturally Speaking and ‘advanced’ PowerPoint to better prepare for writing SS Essay • Exploring and understanding the principles of Photo journalism in order to produce pictures to accompany news articles; interpreting, evaluating and creating visual text • Using ICT to aid in information gathering and communicating of final product; e-mail, blogging, instant messaging, - students will select means of representation using technology of choice - web ages, PowerPoint, short film, digital photo essay, … • Representing poetry using technology that addresses visual, auditory, tactile and oral abilities • Spanish use through development of a website which provides access to internet sites and relevant activities (using voice recognition software) • Address multimodal presentations and engagement of novel study in the classroom.

6. What Should Students be doing with technology? Clifford and Friesen; (2002)

7. What Should Students be doing with technology? Clifford and Friesen; (2002)

8. What Should Students be doing with technology? Clifford and Friesen; (2002)

9. What Should Students be doing with technology? Clifford and Friesen; (2002)

10. What Should Students be doing with technology? Clifford and Friesen; (2002)

11. What Should Students be doing with technology? Clifford and Friesen; (2002)

12. What Should Students be doing with technology? Communicating Solving Problems

13. What Should Students be doing with technology? Researching

14. What Should Students be doing with technology? Inquiring Making Decisions

15. What are the tools? Word Processing Email Internet Browser Spreadsheet

16. What are the tools? • Multi-Media Applications (including:) • Digital Photography • Digital Video • Audio • Database • Clipart/Media clips • Draw/Paint/Graphics Applications • Social Software

17. Information and Communication Technologies – a way of … Differentiating Teaching and Learning

18. Flexible Media Versatility * Many formants – text, still image, sound, moving image, combinations of text and video, sound in text, video in text … * Offers users a chance to work in PREFERRED medium(s) or INTERACT with multiple mediums simultaneously. i.e. - a speech – text, speech, video in any combination Transformability * Same content to be displayed in multiple ways * i.e. web pages – users can alter size of text, turn audio off or on, turn off graphics, etc. * Cross-media transformations – speech recognition software for example; * Tools can be embedded in web browsers Ability to be marked * Html is a ‘mark-up’ language allowing to differentiate among paragraphs, headings, titles etc. * XML – broadens the range of options allowing more ‘tags’ thus altering flexibility * The metaphor for marking might be a hi-liter pen; with option of hiding it or showing it and allowing different users to mark different things Ability to be networked * Joining one piece of media to another using hyperlinks * i.e. direct access to dictionaries and thesaurus * i.e. prompts, electronic organizers or visual organizers

19. FLEXIBLE MEDIA Flexible media allows students to venture down different pathways to the same destination, the same instructional goal. The use of text, audio, visual and interactive representations of information can be orchestrated to effectively meet the needs of students …. Media Smarts

20. FLEXIBLE MEDIA Listen to an audio version of this text. • To help select the most suitable medium or use of multiple media simultaneously • * To convert material from one medium to another on the fly • * To modify the appearance of information within one medium • * To delve more deeply or connect laterally to other concepts through links • * To communicate with many different people through networked computers

21. Flexible Media The ability to use flexible media in a variety of mediums and to then repurpose the same media in an alternative way allows for student-centered learning experiences that are unique and purposeful.

22. Flexible Media There Ought to be A Law … Take a moment to consider the textbook. Its pages … covered in text and the occasional diagram or photograph. Now envision the text, diagrams and images as malleable. During a discussion a teacher can display the diagram as a part of the learning process with a projector and then later email it with an assignment to each of his or her students. Two weeks later, that same diagram could be used in the newsletter for parents and perhaps again as students create a multimedia presentation to demonstrate their understanding. When we consider diversity, flexible media becomes essential.

23. The Role of Flexible Instructional Media in Differentiation Included are those applications and tools that teachers use within their classrooms: Telus 2Learn identifies the tools as … Word Processing Tools Database Tools Spreadsheet Tools Videoconferencing Tools Multimedia Tools  Web Development Tools Assistive Technologies

24. Social Software -The Evolution (revolution?) continues! Social software are tools that allows people to connect with others to share ideas and collaborate. The distinguishing feature of this type of software is the networked/connected nature of communication - a break from linear communication like telephones, email, etc. Blogs and Wikis VoiP - SKYPE Podcasting Social Bookmarking

25. What is needed in a Learning Environment? Any learning environment should: * Have a place for learner expression (blog/portfolio) * Have a place for content interaction (LMS' have this) * Have a place to connect with other learners (discussion forum - LMS' have this) * Have a place to connect the thoughts of other learners in a personal, meaningful way - i.e. using RSS and then brought back into the "learner expression tool" * Have a place to dialogue with the instructor (email, VoIP, etc. - D2L has some of this) * Have a place to dialogue with gurus (apprentice) - the heart of online communities is the mess of varying skills and expertise. Gurus are people currently in industry or established practitioners of the organizing theme of the community. LMS limit the interaction to learner and instructor. * Have a place for learning artifacts of those who've gone before - i.e. content management capabilities accessible and managed by the learner. Tools like Furl, del.icio.usare examples of personal knowledge management (PKM) tools. * Be modularized so additional functionality and tools can be added based on what learners want or need...a bricolage of course tools - based on open standards - allow for incorporation of new approaches as needed.

26. Word Processing Tools • Some tutorials • Florida South Coast University • Telus 2Learn

27. Spreadsheet Tools • Some tutorials • Florida South Coast University • Telus 2Learn

28. Multimedia Tools From 2Learn Power Point Tutorials

29. Web Development Tools Telus 2Learn

30. Distributed Learning ‘Tools’ • Learning Objects Repositories • Student Mail • CBE Libraries • Communities of Practice • Desire@Learn • Projects and Innovations • CBE Staffroom

31. I would happily send my children to a school that takes differences among children seriously, that shares knowledge among differences with children and parents, that encourages children to assume responsibility for their own learning, and that presents materials in such a way that each child has the maximum opportunity to master those materials and to show others and themselves what they have learned and understood. Howard Gardner (1999) Intelligence reframed: Multiple Intelligences for the 21st Century; (pp. 91–92)